师范院校合并升格背景下的教师教育者专业困境——以一所地方新建本科院校为例

The Professional Dilemmas of Teacher Educators in the Context of Upgrade of Normal Schools:A Case Study of A Local Newly Established Colleges

教师教育者的专业化已成为必然趋势,然而国内外对教师教育者的相关研究却明显不足。因此,本文以生态取向的教师专业发展理论为研究视角,采用质性研究方法,对教师教育者的教学工作状态及其影响因素进行了探究。本文以X学院为个案,运用访谈、观察、实物收集等技术方法收集资料,采用扎根理论三级编码的方式进行分析。研究发现:教师教育者处于职业倦怠和情绪劳动的状态中,其原因包括,学生出于市场化的要求而选择不配合;学校对教师教育者缺乏支持;教师文化不良。其背后是:教师教育者的情绪劳动与倦怠中的身份转型困境;中师升格的"量质落差";市场化进程中"变"与"不变"的冲突;高校管理中"收"与"放"的权衡。

The professionalization of teacher educators has been an international trend,but there is lack of studies on it. In this study,qualitative research methods including interview,participant observations,and documentary were used to inquiry the work of 7 teacher educators in X College. The results indicate that teacher educators in X College were under the dilemma of burnout and emotional labor due to the lack of recognition of students,less support from university,and unhealthy teacher culture. The cruxes of the dilemma include： failing to construct a new professional identity as teacher educator rather than teacher trainer of the normal school; the new established college more than in name than in reality; the conflict between the tradition of teacher education and marketization needs; the unbalance of empowerment and high education management.